Qualified. Registered. Accountable.
Support Reconciliation with Indigenous Peoples through Continuing Professional Development - p6 -
ISSUE 154: JULY - SEPT 2021 p11 - Practice Enquiries Tracking & Advisory Program p14 - Indigenous Cultural Burning Can Boost Biodiversity, Help Fight Forest Fires: Canadian Study
INCLUSION & DIVERSITY MAKING IT HAPPEN IN ENGINEERING AND TECHNOLOGY
WHY INCLUSION MATTERS TOO FEW Women and people from equity seeking groups are underrepresented in the sector. The pipeline approach places efforts on recruitment but the pipeline leaks as engineers and technologists from equity seeking groups leave the sector. Attention must shift to retention and creating a welcoming workplace for all to thrive.
job openings needing to be filled by 2024
new jobs in 31 key occupations will be created
Engineers & technologists from equity seeking groups are leaving sector
the national goal of raising the percentage of newly licensed engineers who are women
the percentage of new female engineers in British Columbia in 2017 THE PERCENTAGE OF BC ENGINEERS & TECHNOLOGISTS WHO ARE WOMEN
17.4% per year
technical occupations in BC are projected to experience skills shortages
The average rate of newly registered women engineers in Canada
Increasingly clients want to do business with inclusive and diverse organizations. Expectations Employees expect a level are changing playing field. Employers need to respond by creating inclusive and diverse workplaces.
inclusion is the environment where people feel involved, respected, valued, connected and where individuals bring their authentic selves to work. Without inclusion people from diverse backgrounds will not stay and thrive.
diversity is the variety of people and ideas within an organization and includes visible and/or invisible differences, such as: age, culture, gender, race, mental/physical status, religion, sexual orientation, language, education, socioeconomic status, life experiences, family status, perspectives, etc.
BARRIERS TO INCLUSION AND DIVERSITY Lack of leadership and commitment
Lack of a shared understanding with male colleagues
Lack of accountability and transparency
Negative stereotypes, bias and discrimination
Lack of impetus for change
Authentic buy in and leadership from senior management Set clear expectations, and have consistent messaging
CREATING INCLUSIVE & DIVERSE WORKPLACES
Provide training of all employees including scenario based implicit bias training Set realistic but ambitious targets Monitor, review and update all employees
To be the best, employers need the best staff, they need the competitive edge that comes from a diverse workforce. Once they say yes, it becomes a conversation of how. For resources and guides visit the AWET website: www.womeninengtech.ca Applied Science Technologists and Technicians of BC (ASTTBC) is committed to increasing the participation of women in engineering and technology through recruitment, retention and career development strategies.
research was conducted by
ADVANCING WOMEN IN ENGINEERING AND TECHNOLOGY: PROJECT UPDATE Led by ASTTBC, Advancing Women in Engineering and Technology (AWET) is a former Sector Labour Market Partnership project funded through the Canada-BC Workforce Development Agreement. The goal of the project was to identify best practices for inclusion and diversity that will prompt an increase in the participation of women in the engineering, geoscience, technology, and technician professions. Even though officially concluded, the project will be sustained by ASTTBC as the Council has deemed its work important to continue. Please visit the AWET website for more information, including important resources such as white pages, career profiles, and recorded podcasts and webinars. The infographic on the left illustrates a few key findings summarizing the project. In the fall of 2021, ASTTBC is planning to publicize the project’s literature review and final documents for your information. ASTTBC thanks the BC Ministry of Advanced Education and Skills Training for its ongoing support of this project.
Support Reconciliation with Indigenous Peoples through Continuing Professional Development (CPD)
ISSUE 154 JULY - SEPTEMBER 2021 ASTTBCONNECT is published by the Applied Science Technologists & Technicians of BC. EDITOR & ADVERTISING: Petra Petlanova 604.585.2788 x 241 email@example.com
President & CEO’s Message
Register Now: Complimentary Indigenous Awareness CPD
Practice Enquiries Tracking & Advisory Program
Indigenous Cultural Burning Can Boost Biodiversity, Help Fight Forest Fires: Canadian Study
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PRESIDENT & CEO’S MESSAGE As the organization granted the authority to regulate applied science technologists, technicians and technical specialists in BC, ASTTBC is well positioned as a leader in BC and Canada. Having come under the Professional Governance Act (PGA), our responsibilities bring us into greater alignment with government. This in turn affords ASTTBC staff frequent opportunities to participate in discussions and planning with our colleagues in the Office of the Superintendent of Professional Governance on policy and emerging regulatory issues. ASTTBC is performing well in our new role as a PGA regulator, maintaining public confidence that the professions we regulate are competent, ethical, and qualified, and adhere to standards of practice that protect the public. Under the PGA, we are empowered to safeguard the public against unauthorized use of titles reserved to technologists, technicians, and technical specialists. We have also begun discussions regarding the future of reserved practice, a future that is recognized under the PGA.
Applied science technology professionals are benefiting from their recognition as PGA-regulated professionals among various government ministries, municipalities, and employers. They take pride in their ASTTBC registration and the Standards of Competence and Code of Ethics, and in the positive message this sends to others about their professionalism. They express gratitude for the public trust and confidence that regulation brings. Mindful of their responsibilities as regulated professionals, they look forward to a future in which all of BC’s qualified technologists, technicians, and technical specialists are regulated, registered, and held to the same high standard. As you are coming to understand, the PGA mandates all regulatory bodies to make and maintain bylaws that establish continuing education programs as a requirement for our registrants. The PGA also mandates that regulatory bodies, through CPD, support informed engagement and reconciliation with Indigenous Peoples. This requirement is new not only to registrants
but also to the Council, committee members, and members of the staff. Together, in our personal and professional lives, we need to work on mending our relationships and communities, and as we learn more about the horrors of residential schools and the cultural destruction, we must commit to ongoing learning an expanding our knowledge of cultural safety and humility. ASTTBC is continuously informing registrants of this requirement in our emails, eNews, webinars, Council meetings, and we are dedicating this issue of Connect to this topic. Indigenous reconciliation is important to us all, as we strive to create and support a society that prioritizes cultural safety and humility. To meet this objective, we collectively need to break down barriers that enable systemic racism and colonialism. ASTTBC’s CPD program on Indigenous Awareness provides registrants with time to reflect on their own practices, beliefs, and unconscious biases. We encourage all registrants to be open to new perspectives so that meaningful change can take pace.
LAND ACKNOWLEDGEMENT Headquartered in Surrey, BC, ASTTBC acknowledges the traditional Lands of the Semiahmoo, Katzie, Kwikwetlem, Kwantlen, Qayqayt and Tsawwassen Peoples. We thank our hosts for their graciousness in welcoming us to carry out our work on their Land. In so doing, we recognize their inherent Indigenous rights and title, the implementation without qualification of the UN Declaration on the Rights of Indigenous Peoples (UNDRIP), and our support for the 94 calls to action by the Truth and Reconciliation Commission.
MISSION We serve the public by contributing to a safe, sustainable society and environment by regulating technology professionals. We accomplish this through supporting the competent, safe, and ethical practice of applied science technology in British Columbia. VISION
David Sparanese PTech, AScT, CPWI 3 ASTTBC President
Theresa McCurry BSc, PMP ASTTBC CEO
Regulation of technology professionals that safeguards the public through leadership and excellence.
SUPPORT RECONCILIATION WITH INDIGENOUS PEOPLES THROUGH CONTINUING PROFESSIONAL DEVELOPMENT (CPD) Beyond a Land Acknowledgement Land acknowledgement is a small sign of respect to honor the history and original owner of these unceded lands where we live, work, play, and learn. It is a vital practice to recognize the past of Indigenous people and their lands and water. Each meeting, gathering, event, I encourage you to learn about how to do a land acknowledgement, as I have taught many, and I practice each day. Note that throughout this article, I use the term Indigenous to represent First Nations, Metis, and Inuit people. Understanding what to say when you’re giving a land acknowledgement comes with responsibility. When I provide a Land acknowledgement, I use the word "Land," and the reason why I capitalized is to respect and honor the last fluent Lekwungen language speaker, Dr. Elmer Seniemten George, from Lekwungen (Songhees) Nation. Dr. George shared with me that there was no Lekwungen word for a colonial word such as a territory. However, in the Lekwungen language, there is a word for Land. Therefore, I respect his family and ancestors and use the word Land versus territory. Again, neither is wrong, but respectfully I follow Dr. George's teachings.
EXECUTIVE & COUNCIL 2020/2021 OFFICERS: President, David Sparanese, PTech, AScT, CPWI 3 Vice President, Ken Zeleschuk, MBA, PTech, RTMgr, AScT, Dipl.T Past President, Sarah Campden, CTech, RTMgr COUNCIL DIRECTORS: Mike Battistel, AScT Kristy Bobbie, AScT Brian Davies, CTech, RSIS Randy Meszaros, AScT, PMP, CET Paul LaBranche, AScT LAY COUNCILLORS: James Coble, MA Roslyn Kunin, PhD Jayde Wood, JD, MSc Mary O’Callaghan, MBA, FCMC
Here is my example on how I would say a land acknowledgement, "I acknowledge I live, work, play, and learn on the ancestral and traditional Lands of the Lekwungen speaking families of Xwsepsum (Esquimalt) and Lekwungen (Songhees). I raise my hands in appreciation for their continued support and guidance in the work I do on their lands, and more importantly welcoming me into their families and communities." I encourage you to create your words you’re comfortable with. 6
It may sound scripted at first but that’s okay. It will become organic and authentic once you add your intention and purpose when conducting this type of protocol. One more side note to be mindful of is that the lands or groups' names may potentially be a colonial term. For example, "Coast Salish" is a colonial term. Many people state it but remember, these groups encompass a vast landmass that holds many families of the "Coast Salish.” Some are okay with the use of Coast Salish and others not so much. (Antoine, A., 2021)
digenous people through training provided in partnership with Indigenous Awareness Canada (IAC). This complimentary training is available to all practicing registrants as cultural awareness and reconciliation with Indigenous Peoples in BC are required among regulatory bodies as part of their mandatory continuing education programs. It is important to amplify Indigenous voices in such spaces, however, ASTTBC recognizes that taking the course may cause hardship for Indigenous registrants and requests for accommodation should be sent to Jason Jung, Director, Professional Practice & Development at jjung@ asttbc.org.
The members of our Heron People (Old Ones/Elders) Circle, Chief and Council members, prefer when we are conducting a Land acknowlPublication: They Came for the Children edgement to be specific to the Let’s remember the intention lands' families and ancestors. is to learn the truth about the This is why I say Esquimalt and past, how it impacts the presSonghees, versus Coast Salish, but know ent, and how we can commit to both ways are correct. Still, respectfully, a better future. it's best to use particular family names, as Past, Present and Future I do, as suggested above. Acknowledging First Nations Lands provides suggestions for Remember 22. A reporter named Kerry ways to incorporate a Land acknowledgBenjoe from the Regina Leader-post, rement into any gathering searched the background of this famous of people. photo of Thomas Moore Keesick shown above. Benjoe said, “Thomas Moore Through CPD to Reconciliation Keesick may not have had a long life - but Applied Science Technologies and Technihis legacy lives on as the face of Indian cians of BC (ASTTBC) expresses compassion residential schools.” toward Indigenous people throughout the “On Aug. 26, 1891, an eight-year-old country that reveals thousands of unmarked Moore was enrolled in the Regina Indian graves located by residential school sites. ASTTBC is committed to increasing educaIndustrial School along with his brother Samuel and his sister Julia. He was the tion and knowledge about the history of In-
22nd student registered in the school, which operated from 1891 to 1910 and he became known as No. 22.” Four years after enrolling, Moore was sent home ill with tuberculosis and passed away. A fate followed by hundreds of Indigenous children enrolled in residential schools across Canada.
Sinclair also served as a member of Canadian Senate and a Chairman of the Trust and Reconciliation Commission of Canada. He stated in a CBC interview that reconciliation is a “constant conversation.” The interview highlights systemic racism and ways of “turning 150 years of negativity into generations of positivity.” Sinclair encourages “to Louise BigEagle, a film put effort in to mainmaker created a doctain[ing] that relationship umentary on Keesick [between Indigenous and non-Indigeous people] because she was curious about the boy behind and also to change the the iconic image. “Even relationship as things when you Google Indian come up between you.” residential schools, his He said “it will take name will pop up with decades to undo Canthe picture of his before ada’s long history of Photo credit: Undated before and after photos of young Thomas Moore at the Regina Indian Industrial School. and after of entering the abuse toward Indigenous Photo by Department of Indian Affairs. school,” said BigEagle. communities, and will “Moore was from the require the same energy Muscowpetung Saulteaux First Nation, past governments used located about 45 minutes northeast of to harm them” (CBC Radio, 2021). Regina and was the youngest child of Paul Desjarlais Sr. and Hannah Moore Keesick.” “About 150,000 First Nation, Inuit and Let’s learn and reflect on Moore’s story as Métis children [ages 5 to 18] were removed an important event that can be instrumental from their communities and forced to attend in creating a positive impact on the lives of the church-run, government-funded residenIndigenous children today and generations tial schools, in what the commission called to come. (Benjoe, K. 2015) a policy of “cultural genocide.” (CBC Radio, 2021, BBC, 2021, The GuardThe relationship history between Indigenous ian, 2021) people and immigrant and immigrant-descents has been in conflict since the beginA 150,000 families impacted by incidences ning of colonization. Unfortunately, pracof physical, emotional, spiritual, and mentices to building and being in relationship tal abuse. That’s 150,000 more reasons to with each other have been missing. understand how the countries history continues to impact today’s Indigenous people The Truth and Reconciliation Commission and their communities. of Canada (TRC) published a biography of the Honorable Justice Murray Sinclair, the Together we have an obligation to underfirst Indigenous person appointed a judge stand the truth about how Indigenous peorole in Manitoba, and second in Canada. ple were treated by the Canadian govern8
Photo credit: Left: Students in a classroom in Resolution, N.W.T. ((National Archives of Canada)), Right: CBC Kids, Orange Shirt Day began in Williams Lake in 2013 and has since spread to schools across B.C. and Canada.
ment and religious institutons. We have an obligation and accountability to be better and do better – that is to support the 94 Calls to Action not just in our professional lives but in our personal lives too.
lasting reconciliation. Sustained learning and development will support a registrant’s ability to build and maintain respectful and effective relationships with Indigenous Peoples.
It will make a stronger impact once you have learned about the truth, talk about it among your family, and plant the seeds for the future generations to do better throughout the country. Education is key to true and
Reconciliation begins with yourself personally, and it’s the hope that Indigenous awareness and education paired with empathy and care for others will create important shifts in our communities.
About the Author Asma-na-hi Antoine (hear my name) Toquaht Nation, Nuu-chah-nulth Director, Indigenous Engagement Royal Roads University T. 250-391-2600 ext. 4557 royalroads.ca Pronouns: she/her/hers
Support Services A national Indian Residential School Crisis Line (& Services) has been set up to provide support for former students and those affected. People can access emotional and crisis referral services by calling the 24hour national crisis line: 1-866-925-4419.
“I live, work, play, and learn on the traditional lands of the Xwsepsum and Lekwungen ancestors and families.” References: • Antoine, A. (2021). Draft: Indigenous Engagement Strategic Document. • Benjoe, K. (2015, Dec. 22). Thomas Moore Keesick more than just a face. Regina Leader-post: Local News. https://leaderpost.com/news/local-news/thomas-moorekeesick-more-than-just-a-face • CBC Radio: The Current. Moran, P. (2021, Jan. 27) Sen. Murray Sinclair urges Canadian to reckon with systemic racism. https://www.cbc.ca/radio/thecurrent/thecurrent-for-jan-27-2021-1.5888592/sen-murray-sinclair-urges-canadians-to-reckon-with-systemic-racism-1.5888597 • Honderich, H. (2021, July 15). Why Canada is mourning the deaths of hundreds of children. British Broadcasting Company: US & Canada Edition. https://www.bbc. com/news/world-us-canada-57325653 • The Guardian: Today in Focus. Humphreys, R., Yusuf, C. and Kacoutie, A. (2021, July 9). Indigenous children who died at Canada’s Residential Schools. https://www. theguardian.com/news/audio/2021/jul/09/indigenous-children-who-died-canada-residential-schools-podcast • Truth and Reconciliation Commission of Canada, United Nations., National Centre for Truth and Reconciliation, Truth and Reconciliation Commission of Canada., Truth and Reconciliation Commission of Canada., & United Nations. (2015). Truth & reconciliation: Calls to action: https://www.rcaanc-cirnac.gc.ca/ eng/1524494530110/1557511412801
REGISTER NOW: COMPLIMENTARY INDIGENOUS AWARENESS CPD
Training on cultural awareness and reconciliation with Indigenous Peoples in BC is government mandated among regulatory bodies as part of their CPD requirements. Each year, all ASTTBC practising registrants must complete a minimum of two (2) CPD hours/points of their annual requirement focused on this important topic. To assist with meeting this requirement, ASTTBC purchased 6,000 licenses from Indigenous Awareness Canada (IAC) and is offering this training online, free of charge. There are two types of courses to choose from: IAC 101 Introduction and IAC 201 Certification. IAC courses meet all recommendations set by Truth and Reconciliation Commission (TRC) of Canada which include education on Indigenous history, the legacy of residential schools, treaties and Indigenous rights, among other important topics. While Indigenous Awareness CPD is mandatory for all practising registrants, ASTTBC recognizes that taking the course may cause hardship for Indigenous registrants and requests for accommodation should be
sent to Jason Jung, Director, Professional Practice & Development at firstname.lastname@example.org. The IAC 201 Certification course is the most popular starting point. This comprehensive and information-rich course offers important foundational knowledge, background, and context. It may take up to eight hours to complete, and as well as valuable knowledge and understanding, registrants will gain Indigenous Awareness certification. The online IAC 201 is widely-recognized and accepted for academic, government, and corporate training purposes. IAC training is recognized and recommended by Indigenous groups and leaders, which is fundamental to meeting corporate obligations and training requirements in support of programs like the Canadian Council for Aboriginal Business participatory action research initiative or the Government of Canada’s directives to all Canadians on adopting the Recommendations of the TRC.
Register for our complimentary CPD courses today.
PRACTICE ENQUIRIES TRACKING & ADVISORY PROGRAM
Enquiry Tracking A vital part of ASTTBC’s practice advisory program pertains to addressing practice enquiries from registrants and members of the public. Through its practice advice program, ASTTBC aims to provide technical guidance, a better insight on regulatory frameworks applicable, as well as support for registrants on ethical conduct and practice. With the transition to the Professional Governance Act (PGA) and the new Bylaws this year, the practice advice program is also working to familiarize registrants with the additional requirements under the mandate of the new provincial governance framework.
While ASTTBC has always been actively involved in providing practice advice services to its registrants, a new mechanism has been devised to record the practice enquiries received in the form of an enquiry log. The information is consolidated from the point the query is received to the closure of the request. This includes information about the staff taking the enquiry and the mode it was received. The log serves as a repository of information and is used to record several areas relevant to the enquiry. The areas tracked include, but are not limited to: » Date of enquiry » Relevant Registration Classification (AScT, CTech, FP, ROWP etc.) » Practice question/nature of enquiry » Summary and status of enquiry » Staff taking enquiry » Contact details of the enquiring party To maintain transparency and uniformity in the responses sent out to registrants and members of public, all correspondence and communication is tracked and recorded.
Types of Enquiries The types of enquiries range from general to discipline specific. Discipline-specific
question that is initially seeking clarification on practice requirements eventually turns to a compliance issue and is thereby lodged as a formal complaint. Trends and Statistics
enquiries include practice scope questions, queries regarding applicable regulations, interpretation of regulations and other technical questions. General enquiries span from questions about the PGA, practice rights, liability insurance, continuing education requirements and other general
questions. Practice enquiries also interface with the registrations and compliance department. A potential registrant may need help in identifying relevant competencies in their application that are supported by their work experience. It is also likely that a
While the details of the enquiring party are kept confidential, the enquiry log is used to identify the nature and volume of enquiries received to analyze trends and statistics. The volume of enquiries helps determine if more guidance and/or clarity is required in certain areas of practice. The Professional Practice Department may then decide on one or more of the following actions, as needed: » Revision or development of new Practice Guidelines and/or Standards of Practice Practice resources are consolidated to the practice section of ASTTBC’s website and provide technical information to the public and registrants. While new and emerging areas of technology are closely followed to determine the need for practice guides and resources, enquiries also help triangulate areas within a discipline that are not as clearly defined and are generating more questions. » Issuance of a Practice Bulletin and Advisories Practice Bulletins are issued to provide direction to registrants on emerging issues and/or changes in practice requirements within an industry or field of discipline. Last year, ASTTBC issued
several bulletins to help acquaint registrants with COVID-19 safety protocols and industry specific protocols. To assist with clarifying responsibilities, ASTTBC consulted with many authorities having jurisdiction (fire services, municipalities, etc.) to understand practice concerns, then issued COVID-19 messaging. » Continued Education and Professional Development Program If the need is determined, ASTTBC may partner with institutions and recognized vendors to offer training in areas that require more direction. The need may be assessed and evaluated over time with the volume and type of enquiries received. » Supporting documents, communication, and resources Practice enquiries also help inform communication strategies and the need for the development of additional resources to help guide registrants and provide further direction on matters of concern. » Consultation with Program Advisory Committees (PACs) to identify deficiency in areas of training/education It may be determined over time if certain concerns and/or practice enquiries can be addressed through revision of competencies and/or modifications
to educational training. This may be achieved through consultation with the institution of the recognized education program or at the national level with regards to national standards or post-secondary program accreditation. Further Work With ASTTBC’s transition to the Professional Governance Act (PGA), we have received the highest volume of enquiries for Continuing Professional Development (CPD) requirements. The CPD enquiries include reporting queries, clarification on the number of hours and categories as well as individual cases that differ in nature and require Bylaw interpretation. Owing to the high volume of CPD enquiries received, we’ve released our 2021 CPD Requirements & Reporting guide for your reference. The guide contains frequently asked questions, as well as details pertaining to the reporting and the type of activities that qualify for CPD. We continue to develop strategies and guiding documents to help address all concerns and provide more information to help our registrants meet the requirements of ethical practice.
Seeking practice advice? Contact us: email@example.com
INDIGENOUS CULTURAL BURNING CAN BOOST BIODIVERSITY, HELP FIGHT FOREST FIRES: CANADIAN STUDY
There’s frustration, “elders and our knowledge keepers weren’t listened to,” scientist says. How British Columbia battles wildfires needs to urgently adapt to the growing impacts of climate change, several experts said Friday (Aug 6, 2021). While the province has invested millions in fire prevention, some in the fire management sector say much more is needed, as well as a fundamental rethinking of fire suppression. Forest fires and wildfires now posing concerns in parts of Canada highlight the complicated relationship people have with fire, says the co-author of a new University of Waterloo study that indicates Indigenous fire practices can actually help fight them. There was a time when fires were set on purpose, to boost biodiversity of an area while cutting down the risk of larger blazes taking out communities, said Andrew Trant, an associate professor in the university’s School of Environment, Resources and Sustainability. The study, published Tuesday (Aug 3, 2021) 14
in the Proceedings of the National Academy of Sciences, looks at Indigenous fire stewardship — setting fires at specific times of the year and locations for various reasons. Before settlers arrived in Canada, Indigenous people would regularly burn parts of the land, including for the creation of trails, to help with agriculture, attract certain animals that would eat vegetation that grows from the scorched ground, or for other cultural reasons. “There’s so many places around the world where we see some form of Indigenous fire stewardship, and in places that we wouldn’t expect it, places that are dry and hot, and different grasslands, but also in places that are really wet, and we never imagined fire being used as a tool to manage the landscape, so temperate rainforest,” Trant said. The research reviewed other studies and reports, from 1900 to today, on cultural burning by Indigenous people. The lead author is Kira Hoffman, a recent postdoctoral fellow in the University of Waterloo’s faculty of environment, and now
a postdoctoral fellow at the University of British Columbia’s faculty of forestry and The Bulkley Valley Research Centre. Used when fires ‘wouldn’t get away’ Hoffman also found it fascinating that fire stewardship was used by Indigenous people around the world. “Fire knowledge and practices can be very similar in tropical rainforests and dry grasslands, but then differ between neighbouring communities depending on the reason for using fire,” Hoffman said in an email to CBC Kitchener-Waterloo. They also discovered that cultural burning “always took place outside of the window of uncontrollable fire activity,” she said.
around cultural burning and a fear of fire. But Hoffman said their findings show there’s a way to manage fires that would actually benefit both the land and communities that may be at risk if a wildfire or forest fire were to spark nearby. “Indigenous communities can and have lived safely with fire for millennia to enhance their surroundings. It would be great if after reading this paper, the public emerged with an understanding that fire is a necessary and healthy component of our fire-dependent ecosystems and human communities.”
Photo credit: A controlled burn at FortWhyte Alive, an outdoor education centre near Winnipeg, in 2019. A nearly 27-hectare patch of grassland was burned to rejuvenate habitat, curb weed growth, and restore wildflowers and grasses. A new University of Waterloo examined how cultural burning helps the land and protects against wildfires and forest fires. (Tyson Koschik/CBC)
“Whether this was during the spring when the snow was still on the ground or in the fall just before the rains came, or even at night when humidity levels were high, cultural burning was used when fires wouldn’t get away,” Hoffman said. “In many places, cultural burning is a community practice, and children would learn from an early age how to safely use and respect fire.” ‘Knowledge keepers weren’t listened to’ The study notes there’s misunderstanding
The findings are not surprising to Amy Cardinal Christianson, a Métis of Treaty 6 in Alberta who works as a fire research scientist with the Canadian Forest Service. “There’s a lot of frustration, at least with the nations that I work with, that the elders and our knowledge keepers weren’t listened to about this and that it’s kind of taken Western science or other things to prove our knowledge,” Christianson said in an interview. Christianson did not work on this particular study, but has teamed with Hoffman on other research projects. She said that when she goes into Indigenous communities, she hears people say 15
forests need to be “cleaned up,” meaning there’s a need for “low-intensity burns on the landscape to really remove some of that fuel” that could lead to a forest fire, or “bad fires.” “Bad fires are highly destructive to the landscape, [and] can take — especially in Northern Canada — 100 years to fully recover,” she said, noting in some cases, fires are so severe that the forest is never able to recover. But “good fires” are ones that slowly creep along the ground. “The important thing with good fire is that you’re not burning the big healthy trees,” Christianson said. “When I see fire, I see being around people, community activity, having people there — it being really low risk,” she added. “Kids can be there, elders can be there. You’re really controlling your smoke. So I think it’s just that almost difference in perception of fire.” Human-fire relationship needs to change Trant noted Indigenous people make up five per cent of the world’s population, but protect approximately 85 per cent of the world’s biodiversity through Indigenous-managed lands. He said the findings of their study show there are better ways to handle fire on the land. “The relationship with fire and people has to change, and there’s a long history of this relationship being much better and and in many cases positive for the landscape. 16
“Over the past hundred years, that relationship has shifted and we’ve become scared of fire in many ways.” Trant said the relationship people have with fire “is a problematic one,” but “it’s something that we really need to change.” There are “so many reasons” there should be a return to Indigenous fire stewardship, “and we need to support those practices.” Hoffman said her next research will focus on why there are barriers to cultural burning in Canada and she’ll “look to other regions where cultural burning is being revitalized.” “I’d like to push for more support for Indigenous-led cultural burning in communities and territories across Canada.” Source: Kate Bueckert, CBC News, August 2021, https:// www.cbc.ca/news/canada/kitchener-waterloo/university-waterloo-indigenous-fire-stewardship-study-1.6129040
In our ever-changing technological environment, the public expects that technologists, technicians and registered technical specialists keep informed of the latest developments in their practice. Registrants are required to hold paramount the safety, health and welfare of the public, including the protection of the environment and the promotion of health and safety in the workplace. While the annual CPD requirement is 20 hours, in 2021, registrants are only required to complete an adjusted total of 12 CPD hours/points (two of which must be dedicated to Indiginous Awareness training).
4 WAYS TO GAIN CPD POINTS
Formal or structured learning
Informal or self-directed learning
Community or volunteer engagement
Employment or practice
HOW TO RECORD
Log in to the Registrant Portal: asttbc.org/members/lo gin.php
Click the ‘CPD Logbook’, year 2021, and add a ‘New 2021 Entry’.
Select an activity and the completion date. Senter the number of hours and description.
Our CPD tracker automatically converts your activity hours to CPD hours/points.
Formal Learning 1 hour of activity = 1 CPD hour/point*
Informal learning 2 hours of activity = 1 CPD hour/point*
Volunteering 3 hours of activity = 1 CPD hour/point*
Employment/practice 1 month or 150 hours = 1 CPD hour/point*
*Maximum 8 CPD hours/points per cycle. Detailed information in ASTTBC Bylaws.
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the national goal of raising the percentage of newly licensed by 2030 engineers who are women
Through its project — ‘ADVANCING WOMEN IN ENGINEERING & TECHNOLOGY’, ASTTBC is committed to increasing the participation
of women in the engineering, geoscience, technology & technician occupations through the implementation of diversity and inclusion strategies!
For resources and guides, please visit www.womeninengtech.ca
Adam Linteris Colin Ward Diane Burger Elissa Culver Garry Bepple Isaac Kitchingman Jason Skjerven Jennifer Forscutt Jennifer Kanester Joanson Luzon Kennan So Lance Petersen Mahkameh Mohsenin Margot Webster Mark Aguirre Mark Condon Marshall Burrows Nicholas Lambert Reynand Coronel Ricky Kapoor Sabrina Penney Scott Funk Shaun Courtney Stephen Wells Terry Mueller Thanh Nguyen William Law
Adam Delman Benton Stroeder Coan Walters Daniel Shepherd David Barjaktarovic David Shaw Dylan McLean Elise Rafter-Heiman Hatem Manuail Ian Stirk Janmin Feng Jiyong Lee Jordan Naka Jordan Schmidt Luke Pitzman Manpreet Sidhu Marcus Stanford Mohammad Ghezelayagh Natalya Melnychuk Nika Pawson Peter Hoogendoorn Rhonnel Tipay Rohit Sharma Ryley Dewhurst Stephen Moat Waylon Livingston
Carlo Paolo Ramos Charles Skeels Jia Li Jigar Patel Kevin Lin Mark King Matthew Robertson Stephen Chui
Retired Alexander Zbar David Gregory Eugene Keenan Lorelei Reier Paul Pennimpede Robert Liscum Walter Kobetitch
In Memoriam Alan Ellis Henry Murphy John Carradice John Schlosser
The numbers tell the story when it comes to the benefits of owning Engineers Canada-sponsored Insurance Plans created exclusively for you by Manulife.
$50,000 The additional amount of coverage available at no extra cost for up to two years for first-time Term Life Insurance applicants.1
$15,000 Maximum monthly benefit available for Disability Insurance.
100% Return of Premium if you die of any cause while your coverage is in force and you have not received (or were not eligible for) payment of the Critical Illness benefit.
Protection is in the numbers
+ 100,000 of your peers enjoy these benefits. You can, too.
That’s all it costs per month for $25,000 worth of Major Accident Protection.
$2,579 Average spent on out-of-pocket health care costs by Canadian households.2 Health & Dental Insurance can help you save.
$211,000 Average mortgage balance in Canada.3 Combine your mortgage with other debts and bank accounts, save thousands on interest, and be debt-free faster with Manulife One®.
1 2 3
See full First-Time Applicant Offer eligibility and offer details at www.manulife.ca/newmember. Statistics Canada, “Household spending, Canada, regions and provinces,” November 25, 2019. CMHC, “Mortgage and Consumer Credit Trends National Report – Q4 2019,” December 2019.
The Manufacturers Life Insurance Company (Manulife). Manulife, Stylized M Design, Manulife & Stylized M Design, and Manulife are trademarks of The Manufacturers Life Insurance Company and are used by it, and by its affiliates under license. © 2021 The Manufacturers Life Insurance Company. All rights reserved. Manulife, P.O. Box 670, Stn Waterloo, Waterloo, ON N2J 4B8.
Learn more about how these plans can benefit you. www.manulife.ca/asttbc 1 877 598-2273